A Systematic Literature Synthesis of 19 Years of Bilingual Education in Chinese Higher Education: Where Does the Academic Discourse Stand? | Academic Article individual record
abstract

In this three-phase, systematic review, we comprehensively synthesize research on bilingual education in higher education institutions over a 19-year period, starting from the initiation of this top-down educational provision across mainland China. In this context, although English has no official status, it is highly regarded and widely used as a medium of instruction alongside Chinese. We critically examine studies ( n = 1,632) published in both English and Chinese outlets on academic discourse that deliberate on what was studied, how it was studied, and what the publication trend was. We argue that scholarly attention should continue to revolve around the benefits of bilingual programs, due to the lack of rigorous empirical evidence that attests to the effectiveness of bilingual education in Chinese higher education. Our review echoes similar research syntheses conducted in Europe and worldwide and is, therefore, expected to shed light on the policy implications and the practice of bilingual education in higher education on a global scale. Recommendations for future research are provided.

authors
author list (cited authors)
Tong, F., Wang, Z., Min, Y., & Tang, S.
publication date
2020
publisher
published in
SAGE OPEN Journal
keywords
  • Chinese-english Bilingual EducationHigher EducationSystematic Literature ReviewEducational ProvisionBilingual ModelPublication Language Bias